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Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors?

Christopher J Lonigan1,2, Jamie A Spiegel3, J Marc Goodrich3,4

  • 1Department Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA. lonigan@psy.fsu.edu.

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Preschool self-regulation and language skills uniquely predict externalizing behaviors in early elementary school. These associations varied by sex, with self-regulation impacting boys more and language impacting girls more.

Keywords:
Executive functionExternalizing behaviorInattentionPreschoolSelf-regulation

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Area of Science:

  • Developmental Psychology
  • Child Psychology
  • Behavioral Science

Background:

  • Prior research links self-regulation and language skills to externalizing behaviors.
  • Longitudinal and simultaneous examination of these relationships, especially concerning specific externalizing problem clusters, is limited.

Purpose of the Study:

  • To investigate the longitudinal influence of preschool self-regulation on general and specific externalizing behaviors in early elementary school.
  • To determine if these relationships are independent of language skills.
  • To explore sex differences in these associations.

Main Methods:

  • Longitudinal study of 815 children (44% female) from preschool to early elementary school.
  • Assessment of self-regulation, language skills, and externalizing behavior problems (general and specific clusters).
  • Statistical analyses to examine unique and sex-specific associations.

Main Results:

  • Preschool self-regulation and language skills showed unique predictive relationships with general externalizing behavior problems and inattention.
  • Self-regulation was a stronger longitudinal correlate of externalizing behavior in boys compared to girls.
  • Language skills were a stronger longitudinal predictor of hyperactive/impulsive behavior in girls compared to boys.

Conclusions:

  • Self-regulation and language skills are important, independent predictors of early externalizing behaviors.
  • The developmental pathways linking self-regulation, language, and externalizing behaviors differ between boys and girls.
  • Findings highlight the need for sex-tailored interventions for externalizing behavior problems.